Implementing the teaching personal and social responsibility model within preschool education: strengths, challenges and strategies

ABSTRACT

The teaching personal and social responsibility (TPSR) model has been considered a valuable tool for children to reach their full potential in life. However, little research has been conducted with the TPSR model in preschool contexts. The purpose of the present study was to understand the experiences of a program leader while implementing a TPSR-based program within a preschool setting. The participants were 24 children with 5 years of age attending a school located in the north of Portugal, and the program leader. Data sources included reflexive journaling, field notes and participant observations. Findings suggest the TPSR model could be adapted and implemented with preschool children. However, there is a need to consider specific adaptations to develop TPSR-based interventions and facilitate responsibility outcomes. This study provided a novel understanding of how TPSR may be implemented in a preschool context to foster social and emotional learning and enhance school readiness.

KEYWORDS:

• Life skills
• physical education
• reflection
• action-research

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributor

Inês Pavão was a master’s student at the School of Higher Education in Viana do Castelo and her interests lie in facilitating positive developmental experiences for preschool children and enhancing our understanding on to implement the TPSR model in this setting. Fernando Santos is a lecturer at both the Polytechnic Institute of Porto, Higher School of Education and the Polytechnic Institute of Viana do Castelo in Portugal. His main areas of research interest include positive youth development through physical education. He currently works on a research project examining how the TPSR model may be implemented within preschool education. Paul M. Wright is a professor at the Northern Illinois University and his interests lie in the TPSR instructional model. His research relates directly to fields such as positive youth development, social and emotional learning, and sport for development. He is also interested in policy and program evaluation as it relates to youth and physical activity. Francisco Gonçalves is a lecturer and physical education teacher that has attempted to investigate how physical education may be conducive to a range of positive outcomes. He has conducted several research projects focused on program evaluation and implementation.